"Normal brain development is complex, with different parts of the brain and neurochemicals developing throughout pregnancy. At birth, hundreds of millions of neuronal pathways and connections are in place. This fundamental structure allows us to learn, store information, form links to generalize, abstract, weigh and evaluate, make decisions, organize, sequence, and predict. Even though there is greater awareness of different learning styles, and different kinds of intelligence (visual, auditory, kinesthetic, and others), basic assumptions about brain structure and function prevail. Learning theory is based on the assumption that brains all perform these functions. Entire institutions have been built on the principles of learning theory, which is fine for most people. However, this theory is limited in that it does not yet incorporate differences in brain structure that contributes to different kinds of learning and behaviour" (Malbin, 2002, p 18).
Social Learning Theory offers an alternative to traditional Learning Theory that may allow for the neurodiversity of students who have neurobiological conditions.
For students with nuerobiological conditions, it is particularly important to focus on the Social Domain. This requires us to "encourage in these children the desire and ability to engage in social interactions, which many are predisposed to find stressful" (Shanker, 2012, p 123).
“The primary goal of a social-learning approach is to enhance children’s desire and ability to take a willing, active part in social interaction, rather than a passive role in which they are externally conditioned to perform desirable behaviours and avoid undesirable ones" (Shanker, 2012, p 125).
According to social cognitive theory, behaviour, environmental factors and personal factors all interact to maintain or change a person's behaviour. Environmental factors can be both social (family members, friends, colleagues) or physical (room size, temperature, smell, availability of items...etc.). The three factors continually influence each other as outlined in the diagram below. (Bandura, 1997).
"Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action." (Bandura, 1977)
When working with students with neurobiological conditions, it is important to recognize the difference between learning social skills and facilitating relationship building. Social skill "training" for students with neurobiological conditions may involve giving an extrinsic reward for displaying a specific behaviour. This would not be the equivalent of achieving social regulation as social regulation would require a student to spontaneously initiate and sustain social interactions as a result of intrinsic motivation. It is suggested that the best way to facilitate social regulation in students is through repeated social interactions with constant adjustments to the scaffolds for the child to be successful in these interactions. The scaffolding process involves tapping in to each of the five domains of regulation (Shanker, 2012, pp 123-125).
Social Learning Theory offers an alternative to traditional Learning Theory that may allow for the neurodiversity of students who have neurobiological conditions.
For students with nuerobiological conditions, it is particularly important to focus on the Social Domain. This requires us to "encourage in these children the desire and ability to engage in social interactions, which many are predisposed to find stressful" (Shanker, 2012, p 123).
“The primary goal of a social-learning approach is to enhance children’s desire and ability to take a willing, active part in social interaction, rather than a passive role in which they are externally conditioned to perform desirable behaviours and avoid undesirable ones" (Shanker, 2012, p 125).
According to social cognitive theory, behaviour, environmental factors and personal factors all interact to maintain or change a person's behaviour. Environmental factors can be both social (family members, friends, colleagues) or physical (room size, temperature, smell, availability of items...etc.). The three factors continually influence each other as outlined in the diagram below. (Bandura, 1997).
(Source: http://www.utwente.nl/cw/theorieenoverzicht/Theory%20Clusters/Health%20Communication/Social_cognitive_theory.doc/)
"Learning would be exceedingly laborious, not to mention hazardous, if people had to rely solely on the effects of their own actions to inform them what to do. Fortunately, most human behavior is learned observationally through modeling: from observing others one forms an idea of how new behaviors are performed, and on later occasions this coded information serves as a guide for action." (Bandura, 1977)
When working with students with neurobiological conditions, it is important to recognize the difference between learning social skills and facilitating relationship building. Social skill "training" for students with neurobiological conditions may involve giving an extrinsic reward for displaying a specific behaviour. This would not be the equivalent of achieving social regulation as social regulation would require a student to spontaneously initiate and sustain social interactions as a result of intrinsic motivation. It is suggested that the best way to facilitate social regulation in students is through repeated social interactions with constant adjustments to the scaffolds for the child to be successful in these interactions. The scaffolding process involves tapping in to each of the five domains of regulation (Shanker, 2012, pp 123-125).